Unit 4: Emerging Modernism
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Course(s):
Time Period:
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ELA
ELA 3
FebMar
6-8 Weeks, English 3 Honors
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
English 3 Honors: Grade 11
Unit 4: Emerging Modernism
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Carmine Guinta
Dr. Richard D. Tomko, Superintendent of Schools
Dr. Giovanni Cusmano, Director of Curriculum and Instruction Mathematics and Science K - 8
Mr. George Droste, Director of Curriculum and Instruction Math and Science 9 - 12
Mr. Carmine Guinta, Director of Curriculum and Instruction Language Arts and Social Studies K -12
Board Approved: August 24, 2015
Board Approved Revision: October 17,2016
Unit Overview
This unit traces the emergence of American modernism, including literature from World War I, and tracks the
literature of “disillusionment” that followed the war. Students explore Robert Frost’s vision of nature as
modernist rather than transcendentalist in its perspective. They identify the alienation of the modern man
and the tensions that are embedded in the modernist works of F. Scott Fitzgerald, William Faulkner, and
Ernest Hemingway. The works of Countee Cullen, Langston Hughes, and Zora Neale Hurston illustrate the
breadth of the Harlem Renaissance literary movement. Informational and critical texts enrich the students’
experience and analysis of the literary works.
NJSLS
LA.11-12.RL.11-12.9
Demonstrate knowledge of and reflect on (e.g. practical knowledge,
historical/cultural context, and background knowledge) eighteenth-, nineteenthand early twentieth-century foundational works of literature, including how two
or more texts from the same period treat similar themes or topics.
LA.11-12.L.11-12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
LA.11-12.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
LA.11-12.RI.11-12.1
Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of what the text says explicitly as well as
inferentially, including determining where the text leaves matters uncertain.
LA.11-12.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
LA.11-12.W.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
LA.11-12.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
LA.11-12.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
trying a new approach, or consulting a style manual (such as MLA or APA Style),
focusing on addressing what is most significant for a specific purpose and
audience.
LA.11-12.W.11-12.6
Use technology, including the Internet, to produce, share, and update individual or
shared writing products in response to ongoing feedback, including new
arguments or information.
LA.11-12.L.11-12.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
LA.11-12.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
LA.11-12.L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
LA.11-12.L.11-12.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
LA.11-12.RL.11-12.1
Cite strong and thorough textual evidence and make relevant connections to
support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
LA.11-12.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.
LA.11-12.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
LA.11-12.L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
LA.11-12.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other
authors.)
LA.11-12.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
LA.11-12.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Exit Skills

Set a purpose for reading, establish a plan for how they will achieve this goal(s), and constantly evaluate
whether the text, and their reading of it, is meeting their goals.

Recognize where their understanding of a text breaks down, and apply different strategies to repair
comprehension.

Preview a text, note the structure and genre, and use that information to make predictions about the text,
determine important information, and inform the goals they set for reading.

Synthesize and summarize information from two or more sources to support an analysis of a text.

Establish and maintain appropriate style, tone, organizational pattern and vocabulary in an expository essay
based on a given purpose for writing.

Use varied sentence structure, vivid and effective language, and (where applicable) graphics and multimedia to
strengthen expository writing.

Evaluate and reflect on where expository writing is effective, where it is not effective, and how it can be
strengthened (using models from an author, a peer, or themselves).

Define and identify in context common literary devices, specifically those found in 20th century American
literature (dramatic monologue, allusions, indirect/direct characterization, theme, symbols, satire, tone,
climax, rising action, simile, imagery, point of view, stream of consciousness, flashback, blank verse,
hyperbole).

Identify emerging themes in 20th century American literature and cite specific textual evidence to show how
these themes are represented in the literature.
Enduring Understanding

The modernist approach and perspective challenges previously established literary and artistic traditions.

The Harlem Renaissance exploded on the American landscape and opened the door to African American
artists.

In the wasteland of global conflict, a Lost generation emerged which utilized art to voice its disillusionment and
hopelessness.

Western European influence was no longer the representative template for artists and philosophers.

Fluent writing is often the product of many revisions and uses creative phrasing and word order, varied
sentence structure, alliteration, parallel structure, etc. to create a sense of natural rhythm and beauty for the
reader.

Throughout the novel, The Great Gatsby, characters present themselves in one manner, yet they conduct
themselves in another.

Decadence, greed, and moral decay have historically preceded times of economic downturn, as evidence by
both the Roaring Twenties and our own most recent financial collapse.

The American Dream represents a social, economic, and literary ideal that suggests that position, wealth, and
power can be attained by anyone through hard work. Hard work and desire do not always insure success.
Essential Questions

How did modernization result in isolation and disillusionment in the early American twentieth century?

What makes writing flow, and why is it important?

What defines our true character: our actions, or how we are perceived?

What are the social conditions that have historically led to financial crisises, and how is that relevant to us
today?

How has the American dream been defined, and is it possible for everyone?
Learning Objectives
SWDAT:

Define and explain the Harlem Renaissance

Explore the relationship between historical events and literature as they emerge in the works of Harlem
Renaissance poets and authors.

Define and explain the Lost Generation, noting experimental aspects of some works.

Note the relationship between themes in early twentieth-century American literature and nineteenth-century
American thought.

Identify modernist ideas (using informational texts).

Analyze the relationship between the modernist style and content.

Examine evidence of the alienation of “modern man.”

Determine that a central focus of Modernism is the preoccupation with the inner self and consciousness.

Contrast with the Romantic view with the Modernist (i.e., recognize that the latter cares little to nothing about
nature, “being,” or the overarching structures of history. Instead of progress and growth, the Modernist sees
decay and a growing alienation of the individual.)

Demonstrate how the machinery of modern society is perceived as impersonal, capitalist, and antagonistic to
the artistic impulse.

Identify the new diverse voice was able to rise from American writing that spanned gender, race, and cultures.
Interdisciplinary Connections
Please list all and any cross-curricular content standards that link to this Unit.
SOC.6.1.12.D.9.b
Analyze the impact of the Great Depression on the American family, migratory
groups, and ethnic and racial minorities.
SOC.6.1.12.A.8.a
Relate government policies to the prosperity of the country during the 1920s, and
determine the impact of these policies on business and the consumer.
SOC.6.1.12.B.10.a
Assess the effectiveness of New Deal programs designed to protect the
environment.
SOC.6.1.12.C.7.a
Determine how technological advancements affected the nature of World War I
on land, on water, and in the air.
SOC.6.1.12.CS8
The 1920s is characterized as a time of social, economic, technological, and
political change, as well as a time of emerging isolationism, racial and social
tensions, and economic problems.
SOC.6.1.12.D.9.a
Explore the global context of the Great Depression and the reasons for the
worldwide economic collapse.
SOC.6.1.12.C.9.d
Compare and contrast the causes and outcomes of the stock market crash in 1929
and other periods of economic instability.
SOC.6.1.12.D.10.a
Analyze how other nations responded to the Great Depression.
SOC.6.1.12.A.9.a
Analyze how the actions and policies of the United States government contributed
to the Great Depression.
SOC.6.1.12.A.7.a
Analyze the reasons for the policy of neutrality regarding World War I, and explain
why the United States eventually entered the war.
SOC.6.1.12.D.7.a
Evaluate the effectiveness of Woodrow Wilson’s leadership during and
immediately after World War I.
SOC.6.1.12.C.10.a
Evaluate the effectiveness of economic regulations and standards established
during this time period in combating the Great Depression.
SOC.6.1.12.A.7.c
Analyze the Treaty of Versailles and the League of Nations from the perspectives
of different countries.
SOC.6.1.12.C.8.a
Analyze the push-pull factors that led to the Great Migration.
SOC.6.1.12.A.6.a
Evaluate the effectiveness of Progressive reforms in preventing unfair business
practices and political corruption and in promoting social justice.
SOC.6.1.12.C.9.a
Explain how government can adjust taxes, interest rates, and spending and use
other policies to restore the country’s economic health.
SOC.6.1.12.A.10.a
Evaluate the arguments regarding the role of the federal government during the
New Deal era.
SOC.6.1.12.A.6.c
Relate the creation of African American advocacy organizations (i.e., the National
Association for the Advancement of Colored People) to United States Supreme
Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.
SOC.6.1.12.D.10.b
Compare and contrast the leadership abilities of Franklin Delano Roosevelt and
those of past and recent presidents.
SOC.6.1.12.A.8.b
Compare and contrast the global marketing practices of United States factories
and farms with American public opinion and government policies that favored
isolationism.
SOC.6.1.12.D.10.d
Determine the extent to which New Deal public works and arts programs
impacted New Jersey and the nation.
SOC.6.1.12.A.10.c
Evaluate the short- and long-term impact of the expanded role of government on
economic policy, capitalism, and society.
SOC.6.1.12.C.9.b
Explain how economic indicators (i.e., gross domestic product, the consumer
index, the national debt, and the trade deficit) are used to evaluate the health of
the economy.
SOC.6.1.12.D.6.a
Assess the impact of technological innovation and immigration on the
development of agriculture, industry, and urban culture during the late 19th
century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.
SOC.6.1.12.B.6.b
Compare and contrast issues involved in the struggle between the unregulated
development of natural resources and efforts to conserve and protect natural
resources during the period of industrial expansion.
SOC.6.1.12.A.8.c
Relate social intolerance, xenophobia, and fear of anarchists to government
policies restricting immigration, advocacy, and labor organizations.
SOC.6.1.12.D.8.a
Explain why the Great Migration led to heightened racial tensions, restrictive laws,
a rise in repressive organizations, and an increase in violence.
SOC.6.1.12.D.7.b
Determine the extent to which propaganda, the media, and special interest groups
shaped American public opinion and American foreign policy during World War I.
SOC.6.1.12.D.8.b
Assess the impact of artists, writers, and musicians of the 1920s, including the
Harlem Renaissance, on American culture and values.
SOC.6.1.12.C.6.a
Evaluate the effectiveness of labor and agricultural organizations in improving
economic opportunities for various groups.
SOC.6.1.12.D.6.c
Analyze the successes and failures of efforts to expand women’s rights, including
the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony,
Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment.
SOC.6.1.12.C.9.c
Explain the interdependence of various parts of a market economy (i.e., private
enterprise, government programs, and the Federal Reserve System).
SOC.6.1.12.CS7
United States involvement in World War I affected politics, the economy, and
geopolitical relations following the war.
SOC.6.1.12.C.6.b
Determine how supply and demand influenced price and output during the
Industrial Revolution.
SOC.6.1.12.C.7.b
Assess the immediate and long-term impact of women and African Americans
entering the work force in large numbers during World War I.
SOC.6.1.12.C.10.b
Compare and contrast the economic ideologies of the two major political parties
regarding the role of government during the New Deal and today.
SOC.6.1.12.A.11.a
Evaluate the effectiveness of international agreements following World War I
(e.g., League of Nations, Treaty of Versailles, Washington Naval Conference,
Kellogg-Briand Pact) in preventing international disputes during the 1920s and
1930s.
SOC.6.1.12.CS9
The Great Depression resulted from government economic policies, business
practices, and individual decisions, and it impacted business and society.
SOC.6.1.12.CS10
Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on
the expansion of the role of the national government in the economy.
SOC.6.1.12.B.6.a
Determine the role geography played in gaining access to raw materials and
finding new global markets to promote trade.
SOC.6.1.12.A.10.b
Assess the effectiveness of governmental policies enacted during the New Deal
period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of
individuals.
SOC.6.1.12.B.8.a
Determine the impact of the expansion of agricultural production into marginal
farmlands and other ineffective agricultural practices on people and the
environment.
SOC.6.1.12.B.9.a
Determine how agricultural practices, overproduction, and the Dust Bowl
intensified the worsening economic situation during the Great Depression.
SOC.6.1.12.CS11
The United States participated in World War II as an Allied force to prevent
military conquests by Germany, Italy, and Japan. Domestic and military policies
during World War II continued to deny equal rights to African Americans, Asian
Americans, and women.
SOC.6.1.12.A.6.b
Evaluate the ways in which women organized to promote government policies
(i.e., abolition, women’s suffrage, and the temperance movement) designed to
address injustice, inequality, workplace safety, and immorality.
SOC.6.1.12.C.6.c
Analyze the impact of money, investment, credit, savings, debt, and financial
institutions on the development of the nation and the lives of individuals.
SOC.6.1.12.A.11.b
Compare and contrast different perspectives about how the United States should
respond to aggressive policies and actions taken by other nations at this time.
SOC.6.1.12.D.10.c
Explain how key individuals, including minorities and women (i.e., Eleanor
Roosevelt and Frances Perkins), shaped the core ideologies and policies of the
New Deal.
SOC.6.1.12.A.11.c
Determine if American policies regarding Japanese internment and actions against
other minority groups were a denial of civil rights.
SOC.6.1.12.D.6.b
Compare and contrast the foreign policies of American presidents during this time
period, and analyze how these presidents contributed to the United States
becoming a world power.
SOC.6.1.12.D.7.c
Analyze the factors contributing to a rise in authoritarian forms of government
and ideologies (i.e., fascism, communism, and socialism) after World War I.
SOC.6.1.12.CS6
Progressive reform movements promoted government efforts to address
problems created by rapid industrialization, immigration, and unfair treatment of
women, children, and minority groups. An expanding market for international
trade promoted policies that resulted in America emerging as a world power.
SOC.6.1.12.C.8.b
Relate social, cultural, and technological changes in the interwar period to the rise
of a consumer economy and the changing role and status of women.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
Select from below as needed.
Differentiation
As a Reminder:
The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product.
Resources:

NJDOE: Instructional Supports and Scaffolds for Success in Implementing the Common Core State
Standards http://www.state.nj.us/education/modelcurriculum/ela/
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this secion.
• Admit Tickets
.
• Anticipation Guide
.
• Common benchmarks
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Newspaper Headline
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Socratic Seminar
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Top 10 List
.
• Unit tests
.
Primary Resources
A Wagner Matinee - Willa Cather
His Father's Earth - Thomas Wolfe
Birches - Robert Frost
The Death of the Hired Man - Robert Frost
Winter Dreams - F. Scott Fitzgerald
The Leader of the People - John Steinbeck
The Secret Life of Walter Mitty - James Thurber
Richard Cory - Edwin Arlington Robinson
Soldier's Home - Ernest Hemingway
The Love Song of J. Alfred Prufrock - T. S. Eliot
The Life You Save May Be Your Own - Flannery O'Connor
Richard Bone - Edgar Lee Masters
"Butch" Weldy - Edgar Lee Masters
A Rose for Emily - William Faulkner
The Jilting of Granny Weatherall - Katerine Anne Porter
The Great Gatsby - F. Scott Fitzgerald
The Glass Castle - Jeannette Walls
Ancillary Resources
The Moderns - John Leggett and John Malcolm Brinnin
The Best of Times, The Worst of Times